Project-Based Learning - Weebly

1 Project-Based Learning GuideProject- based LearningA Resource for Instructors and Program CoordinatorsBrought to you by National Academy Foundation and Pearson FoundationPBL Guidepage 2 Project-Based Learning GuideTable of ContentsOverview page 3 What Is Project-Based Learning ? page 4 When to Use Project-Based Learning page 7 Conditions that Support Project-Based Learning page 8 Research Supporting Project-Based Learning page 10 PBL Examples and Links page 11 project Design page 12 The Six A s of Project-Based Learning page 14 Authenticity page 15 Academic Rigor page 16 Adult Connections page 17 Active Exploration page 18 Applied Learning page 19 Assessment Practices page 20 project Delivery page 22 PBL GUIDE: INSTRUCTORS AND PROGRAM COORDINATORS page 3 Project-Based Learning GuideOverviewThis Project-Based Learning resource, created as part of a partnership between the Pearson Foundation and the National Academy Foundation, focuses on digital storytelling as a tool and instructional best practice for Academies.

2 The information included in this primer is designed to supplement three exciting, Project-Based digital arts opportunities available to schools in the NAF network:Capturing a Career a project where students create brief video resumes that highlight their interests, skills, experiences, and career Storytelling a project where students from any Academy or course develop and communicate insights about a topic through short video Development Technology Workshops a teacher as student professional development opportunity where participants build teamwork and technology skills as they create a useful video products to support their own technology projects provide accessible models of Project-Based Learning and serve as powerful opportunities to advance broader school reform goals through engaging project integration activities are a natural fit for Project-Based Learning .

3 Reasons why technology- based projects such as these serve as exceptional models of PBL and as examples of best practices of classroom instruction include: project Authenticity, ensuring students use technology to create tangible products for real audiences beyond the classroom. Student Engagement, allowing students to shape the curriculum as they make significant production choices throughout the project . Active Learning , encouraging students to solve problems and communicate their understanding by using technology tools. Rigorous Communications Skills, developed in the reading, writing, listening, speaking, and presenting activities integral to technology- based projects. Practical Life Skills, developed through collaboration, decision-making, and critical thinking; transferable to other educational and work modeling best practices of classroom instruction, these kinds of technology- based projects also help advance the goals of broader school reform.

4 These experiences align with the six elements in NAF s framework for school change:1. Personalization: Technology projects foster a classroom setting that is focused on teamwork, inquiry, and shared expectations for student Academic Engagement of All Students: Technology projects allow all students, regardless of background, to participate in deep Learning experiences and develop workplace Empowered Educators: Technology projects encourage teachers to make key decisions about how to design curriculum and instruction and provide opportunities for teachers to develop their own technology Accountable Leaders: Technology projects give site officials tangible evidence of student Learning through student products and Engaged Community and Youth: Technology projects provide ample opportunities for parents, employer partners, and other community members to interact with students and their work in meaningful Integrated System of High Standards, Curriculum, Instruction, Assessments, and Supports: Technology projects can provide a school or Academy with excellent, performance- based assessment options for their overall instructional GUIDE: INSTRUCTORS AND PROGRAM COORDINATORS page 4 Project-Based Learning GuideWhat Is Project-Based Learning ?

5 From the primary-grade teacher who engages students in studying spiders for a month to the high school physics teacher who has students build a bridge from balsa wood, nearly all teachers say that they include projects in their teaching repertoire. Upon closer examination, however, the distinctions between units, exercises, activities, performance assessments, problems, and projects are not particularly clear. While educators differ in their use of these terms, the definition here pulls together ideas from best practices, research, and curriculum projects ask students to: Tackle real problems and issues that have importance to people beyond the emanate from issues of real importance to students and adults in the community and answer the age-old student question Why do we need to know this? Actively engage in their Learning and make important choices during the make room for student choice and creativity while still demanding student mastery of essential content, enabling students and teachers to interact as co-learners in the experience, rather than in the traditional student-teacher relationship.

6 Demonstrate in tangible ways that they have learned key concepts and provide opportunities for students to produce observable evidence that they have mastered rigorous curricular standards as they apply their Learning and solve the problem at hand. Projects and exhibitions also provide extensive evidence of process work and self-directed IS Project-Based Learning ?page 5 Project-Based Learning GuideProjects vs. ActivitiesMany so-called projects found in schools are more accurately termed activities. Here are some examples of both:ACTIVITYVSPROJECTS tudents in a history class study Westward Expansion for three weeks, culminating with a Frontier Feast where students dress in period costumes and eat typical western fare from the in a history class spend three weeks focused on the essential question How did Westward Expansion impact our community?

7 Students learn about the period, research local connections, and design a museum exhibit featuring historical artifacts, primary source documents, and expert commentary from local historians. The exhibit is mounted in the community center lobby, and students serve as docents to the general in a Spanish class study Central American nations for five weeks. Students select a country, conduct research, write a two-page report, and give a three-minute oral presentation (in Spanish) about their country to the in a Spanish class spend five weeks collaborating with a travel destinations course to design travel briefings for members of a local service club who are considering planning a volunteer work trip somewhere in Central America. Integrated student teams provide club officials with written and oral reports outlining important considerations when traveling to various Central American countries.

8 Students Learning Spanish translate oral presentations onto audio for later in a principles of business class study management skills, complete a personal skills inventory assessment, interview a manager at a local business, and write a paper that describes what they think are the three most important skills for managers to succeed in the in a principles of business class study management skills and work with a local business partner to answer the question How can we help managers develop new skills on the job? After conducting surveys and research, students design a website that provides managers with links, resources, and tips for developing their skills in 10 key areas. To launch and promote the website, students make a formal presentation to three actual managers at their employer partner s IS Project-Based Learning ?

9 Page 6 Project-Based Learning GuideTypes of Student WorkCurriculum experts Grant Wiggins and Jay McTighe describe distinct types of student work in their book Understanding by Design (Association for Supervision and Curriculum Development [ASCD], 2005).Quiz and Test Items Highly structured Close-ended, have a right answer Focused on factual information, concepts, or discrete skills out of contextExamples: worksheets, end-of-chapter questions, state or national examsAcademic Prompts Often ill structured require a strategy to answer Open-ended, require judgments to be made during scoring Usually under exam conditions with the teacher as the audienceExamples: essay questions, problem solving on class examsPerformance Tasks (includes projects) Complex challenges that culminate in one or more products or performances Range from short-term tasks to multidimensional projects Require students to apply knowledge and skill to solve a problem Real-world audience and context for the workExamples.

10 Science fair projects, formal debates, video documentariesLinks Stanford University s School Redesign Network includes links to many resources that help define and understand PBL. ( )PBL is consistent with best practices in instructional design. To learn more, visit ASCD s Understanding by Design Exchange. ( )WHAT IS Project-Based Learning ?page 7 Project-Based Learning GuideWhen to Use Project-Based LearningProject- based Learning is a powerful tool in a teacher s repertoire of strategies. Given the effort required to design and implement a good project , teachers need to ensure that they are using the strategy at the right time and for the right reasons. Here are some key questions that teachers should consider when deciding if a PBL experience is suited to their instructional needs: Do the content standards call for demonstration, application, performance, or understanding?